Nowadays, international education is not the concern solely of diplomats, foreign correspondents and missionaries seeking education for their peripatetic children. Indeed, the expansion of expatriate communities and the growing dissatisfaction with national education systems have meant that enrolment in international schools has now reached significant proportions. International education is no longer a pipedream but a reality. With the advent of the Single European Market and the demise of the Cold War, young people's futures are no longer curtailed by national boundaries. Rather, their future universities, employers and families will have an increasingly international dimension. The papers in this volume delineate those involved in these developments, point out the benefits and the drawbacks, examine the various curricula and look forward to the future of international education. They try to evaluate the influence of such education on the blossoming of internationalism as we approach the millennium. The 18 contributions to the 1991 Yearbook come from nine countries, as diverse as Tanzania and Denmark.  The contributors, all key figures in the field, consider a wide range of issues grouped under the following section headings: current participants in international education, the international school experience, curricular issues in international education and schools, the interaction between national and international education, future issues. Among the subjects considered in detail are: bilingual education - dream or reality?; integration or segregation - a major shift in international attitudes; and global humanities for the 14 to 16 year olds. Brought together, this collection of international papers investigates the broader perspective of international schools and education to speculate about whether its adoption by more of us would help ensure our mutually dependent futures.

WORLD YEARBOOK EDUCATION 1991 (The London Education Studies)

Harris & Joietz

FALMER/KP

Higher Educational Systems

Education & Teaching

E.c. Commission

Schools & Teaching

This volume contains the proceedings of the 1991 Educational Technology Conference. The contributors discussed measurement, assessment and evaluation, self-assessment and unconscious incompetence, the determination of competence standards and competence-based assessments.

Aspects Of Education Volume 25 (Aspects Of Educational And Training Technology)

Saunders & Race

All self-instructional material has one common characteristic - the use of "activities" to encourage and reaffirm learning. These activities may take many forms but essentially they encourage the learner to respond to the text rather than remain passive. It is in this active mode, many educationalists believe, that the most effective learning takes place. How, then, can open and distance learning practitioners ensure that they are providing their clients with appropriate and stimulating activities? In this book, Fred Lockwood examines the role of activities in self-instructional texts. Using evidence from teachers and learners alike, he draws conclusions about best practice and sets out guidelines for the design, presentation and use of truly effective activities. The text is interspersed with numerous examples of learning materials from industry, commerce and education and with its own series of activities to underline major points. The following questions are addressed and represent the focus of the book: why do we need activities in texts?; what models influence how we write them?; what form can activities take and what problems could be associated with different forms?; and how do you think activities are used and how do you think students use them? This approach to a neglected aspect of open and distance learning will be of interest to all those involved in designing open and distance learning systems, whether teachers, trainers, advisors, in-house training managers or training consultants.

ACTIVITIES IN SELF INSTRUCTIONAL ??????????? (Open and Distance Learning)

LOCKWOOD

This monograph argues that the quality of teaching in distance and open learning situations can be significantly enhanced through an understanding of how students go about their studies. It uses case studies to help readers reflect on their own practices and improve their teaching techniques.

IMPROVING YOUR STUDENTS' LEARNING (Open and Distance Learning Series)

MORGAN

Using a series of case studies in higher education, Ortrun Zuber-Skerritt demonstrates how teams of academics - in collaboration with academic development staff - can improve the practice of learning, teaching and professional development; advance knowledge in higher education by generating "grounded" theory, research and publication; and document excellent teaching. The methodology used is action research, defined as collaborative, critical enquiry by the academics themselves (rather than expert educational researchers) into their own practice, into problems of student learning, and into curriculum problems. The result is professional development through academic course development, group reflection, action, evaluation and improved practice.

Action Research In Higher Education

Zuber-Skerritt

For teachers and other educators who have been convinced of the benefit of flexible approaches to learning, provides practical suggestions on setting up a program and an environment, interacting with students, dealing with specific problems, and producing materials for open learning. Revised from the 1989 edition to drop some of the advocacy and theory, no longer deemed necessary, in favor of more practical information. Annotation copyright Book News, Inc. Portland, Or.

The Open Learning Handbook 2Nd Ed

Race

Implementing Computer Supported Co-Operative Learning

MCCONNELL

Computers & Technology

This guide contains 500 practical suggestions designed to help teachers in the promotion of active learning. It offers advice on such areas as assessment, study skills, lesson structure, resource materials, the promotion of personal skills and disciplinary problems.

500 TIPS FOR TEACHERS

Brown, Earlam &

This study critically analyzes the assessment of competence in higher education. It covers such issues as learning contracts in higher education, the impact of GNVQs, how to assess thinking skills, and best practices for recording achievement.

ASSESSING COMPETENCE IN HIGHER EDUCATION (Staff and Education Development)

Edwards & Knigh

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Books by FALMER/KP